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Pacific TA Meeting: Quality Practices in
Early Intervention and Preschool Programs1
22
Overview to Developing Functional IFSPs/IEPS
Anne Lucas, Caroline Magee, Chris Case, Joicey HurthAnne Lucas, Caroline Magee, Chris Case, Joicey Hurth
•Gain information and resources on the IFSP/IEP processes and practice writing functional outcomes and goals
3
• Setting the Context – Key Principles • IFSP/IEP Process: Using Information to
Develop Functional IFSPs/IEPs • Writing Functional IFSP Outcomes/IEP
Goals • Putting it all together – Kim’s case study
4
Group Discussion
What Challenges do you have in writing functional IFSP outcomes
and IEP goals?”
5
Setting the ContextSetting the Context
6
Paradigm Shift
MODELS:•Treatment •Expertise •Deficit-based •Service-based•Professionally-centered•Segregated setting
MODELS:•Promotion•Capacity-building•Strengths-based•Resource-based•Family-centered •Inclusive settingACCOUNTABILITY:•Focus on Outcomes
Traditional NEW
First Six Years of Life
• Most important time in human development
• Critical for environments that children normally participate in to enhance learning and development
9
How Children Learn
Children learn and develop best when:• Participating in natural learning opportunities
that occur in everyday routines and activities of children and families and as part family and community life
• Interested and engaged in an activity, which in turn strengthens and promotes competency and mastery of skills.
(Dunst, Bruder, Trivette, Raab & McLean, 2001;
Shelden & Rush, 2001)
Learning Activities
Interests
Exploration
and MasteryEngagement
Competence
Context for Learning: Child Interest and Competence
(Dunst, Herter & Shields, 2000)
Interest-based Learning
• Children’s interests influence:Participation in activities Level of engagement in activities Amount of practice of new skillsDevelopment of new competenciesSense of mastery
(Raab, 2005)
Engagement
•Defined as: “Amount of time children spend interacting appropriately with their environment”
(Scott and McWilliam, 2003)
Engagement
•The more a child is engaged, the more positive the outcomes in:Behavior Developmental progressCommunicationProblem solvingDevelopmental progressInteracting with others
(McWilliam and Casey, 2010; Raab, 2005)
Mastery
• Mastery of functional skills occurs through high-frequency, naturally occurring activities in a variety of settings that are consistent with family and community life
(Shelden & Rush, 2001; Dunst & Bruder, 1999; Dunst, Bruder, Trivette, Hamby, Raab & McLean, 2001; Dunst, Bruder, Trivette, Raab & McLean, 2001; Dunst, Hamby, Trivette, Raab & Bruder, 2002; McWilliam, 2004)
Children with Disabilities
•“Children with disabilities spend more time non-engaged (e.g., wandering around, crying or waiting) than do their typically developing peers”
(Scott and McWilliam, 2003)
Children with Disabilities Need More Learning Opportunities / Practice
• Mahoney’s (2008) research on young children with disabilities tells us they need even more practice (. . .twice as much for 50% delay, etc.)
• They need opportunities to learn – in context (walking on rugs and yards and gravel); instruction, coaching and most of all . . . PRACTICE!
16
Children Learn through Staggering Amts of Practice!
• The amount of a toddler’s experience with walking is the only predictor of improved proficiency
• Walking infants practice for more than 6 hours/daily
• Average 500 – 1500 steps per hour• 9000 steps per day (length of 29 football fields!)
(Adolph, et. al., 2003)
17
Parents and Caregivers: Keys to Development
• Child’s opportunities to practice are increased when parents/caregivers/teachers: select everyday day activities that are interesting to the
child or foster situational learning are responsive to children’s play increases (Mahoney, 2008; Raab, 2005)
• Without adequate practice to master a fundamental skill, a child cannot move to the next developmental level (Mahoney, 2008)
• “It Takes the Time It Takes!” Parelli, 2010)18
• Services should strengthen family and caregivers capacity to use multiple routines and activities as learning opportunities
• Successful participation = learning and practice = mastery of skills
• Services should also help families and caregivers figure out how to address challenging activities by improving the child’s skills, making adaptations so s/he can be more successful
19
• What happens between intervention visits is most critical for learning
• The consistent adults in a child’s life have the greatest influence on the child’s learning and development – not providers/teachers
• All families/caregivers have strengths and capabilities that can be used to help their child develop and learn
21
Supporting Parents and Caregivers
Shares knowledge and resources with a child’s key caregivers through adult-to-adult relationships
Family members are supported in their day-to-day responsibilities of caring for their child
(Hanft, 2004)
THE EXPERT
The Practitioner
NEW
PARADIGMS
ROLE
22
How early intervention and early childhood special education is provided, not just where, is key
Providing services in
the home or community
setting (integrated
setting)
child learning and participation in
everyday activities and activities
(Jung, 2003)
DOES NOT guarantee
“Inclusive, play-based, developmentally appropriate programs
produce more engagement than do disability-only,
highly structured, traditional special-education programs”
(McWilliam and Casey, 2010)
Diapering + feeding + playing
20 everyday activities
24
Learning Opportunities
2000 times by age 1
40,000 learning
opportunities (Dunst, 2001)
2 hrs. therapy 2 % of waking hrs.
=
=
=
25
• Survey data on parents reporting the helpfulness of early intervention providers indicate: 96% of the parents having one provider rated
him/her as helpful 77% of the parents having two providers rated
them as helpful 69% of parents having three or more providers
rated them as helpful (p<.001). (Dunst & Bruder, 2004 Findings from National Survey of Service
Coordination in Early Intervention (Research and Training Center on Service Coordination)
26
• Visits provided too frequently can be disempowering or send the message that the parent is not competent
(Jung, 2003; Dunst, 2004)
• Frequency is determined jointly with family members, and based on: Their comfort and confidence to implement agreed upon
strategies throughout the course of their day The child’s developmental changes and progress on
outcomes/goals
27
1. Community of Practice on Natural Environments• Reaching Consensus on Early Intervention Principles • Compiling Learning from Research and Model
Development and Validation Projects • Describing the Agreed Upon Practices
2. Think Tank on Integrating Outcomes into the IFSP and IEP Processes
28
Part C:• Mission and Key Principles of Early Intervention Services • Seven Key Principles & Looks Like/Doesn’t Look Like• Agreed Upon Practices For Providing Early Intervention Services
In Natural Environments www.nectac.org/topics/families/families.asp
• Integrating Child Outcomes Measurement into an Effective IFSP Process -based upon the Agreed Upon Practices document. http://www.fpg.unc.edu/~eco/pages/integration.cfm
Preschool Special Education:• Integrating Child Outcome Measurement with the
Individualized Education Program (IEP) Process: Implementation Rating Scale http://leadershipmega-conf-reg.tadnet.org/uploads/file_assets/attachments/281/original_Integrating_outcomes_IEP_rating.pdf?1280240466
The IFSP/IEP Process: The IFSP/IEP Process: Using Information to Using Information to Develop Functional Develop Functional
IFSPs and IEPsIFSPs and IEPs
29
Integrated Outcomes – Individualized Integrated Outcomes – Individualized Family Service Plan (IFSP) ProcessFamily Service Plan (IFSP) Process
30
o
Intake and Family
Assessment Identification and Referral
Receive referral Collect information on
referral form including reason(s) for referral and results of screening or assessment, if applicable
Establish child record
Gather family’s concerns and general information about child following procedures dictated by service delivery model (dedicated versus integrated service coordinator)
Use 3 global outcomes as organizing framework for first conversations with family (“how does he get along with his brothers and
sisters?”)* Discuss reasons for referral,
triggering probes for child’s functioning in the 3 global outcome areas
Provide general information about program
Share program brochure describing vision of program and information about 3 global outcomes and family outcomes
Determine family’s interest in accessing program services and scheduling initial visit
Schedule initial visit with family (confirm in writing) Determine need to conduct screening Determine need for surrogate parent and/or
interpreter Acknowledge referral in writing with referral
source
Conduct screening, if appropriate; Explain program in detail, communicating purpose
of program as well as child and family outcomes to be measured
Determine with family if they wish to have child evaluated and assessed
Provide and explain rights; Obtain written parent consent for
evaluation/assessment of child and request/release of information forms
Provide prior notice for evaluation
Request existing developmental and medical information
Child Evaluation and Functional Assessment
Gather information about child and family, incorporating 3 global outcomes
Use outcomes framework to think about child’s functioning, discussing everyday routines and activities of child and family
Use information gathered at intake to help determine evaluation team
Gather and document information about the child’s functioning through naturalistic observation
Gather information about family concerns and priorities for their child and family
Gather information about family resources to assist in addressing priorities and concerns
IFSP Development
Determine if child is automatically eligible (diagnosed condition)
Determine necessary evaluation and assessment to identify child’s developmental status and unique needs in each developmental area
Ensure sharing, continuity of information gathering, and coverage of 3 global outcomes
Determine composition of evaluation and assessment team
Schedule evaluation and assessment with team and family at place and time convenient for family
Provide parental prior notice/rights Prepare family and coordinate team
preparation for evaluation/ assessment
Team, including family, conducts evaluation and assessment, determines eligibility, and provides parental prior notice/rights on eligibility decision. Evaluation and eligibility assessment(s)
should guide IFSP development Embed functional authentic assessment into
conversations with families Build upon intake information Probe for functioning in 3 global outcomes Probe for functioning in daily routines Probe for functional information on PLODs
by domain Facilitate and document observation of child
in natural environment Document the child’s functioning in 3
outcomes through narrative (and COSF culminating statements)
Provide family with parental prior notice/ rights for initial IFSP meeting and prepare family for meeting
IFSP team, including family, meets to develop IFSP including: Review parents’ priorities
and concerns Summarize present levels of development functionally
Describe how child uses skills in the 3 global outcomes areas
Based on all information already gathered, review COSF culminating statements which correlate with ratings
Establish functional and measurable individual child & family outcomes
Identify strategies Identify necessary services and timelines to begin services
Service Delivery and Transition
Provide notice/procedural safeguards for agreed upon services. Parents provide consent for IFSP services (signing IFSP)
Ensure that service providers implement timely IFSP services
Coordinate ongoing service provision and ensure timely IFSP reviews /annual IFSP meeting to modify IFSP (including notice/rights)
Provide parental prior notice/rights and coordinate timely transition conference
Coordinate developing transition plan
Ensure LEA notification Obtain consent for
release of information to LEA or appropriate entity
Ensure implementation of transition plan to ensure smooth transition
Provide transition follow-up
Provide notice/ procedural safeguards to discontinue services
Close child record Complete exit COSF
Implement timely services for which consent was provided
45 days
Integrated Outcomes – Individual Integrated Outcomes – Individual Education Planning (IEP) ProcessEducation Planning (IEP) Process
31
.
Child in Early Intervention - Transition
Identification and Referral
Request and review existing developmental & medical information, including Part C exit COSF
Child Evaluation and Assessment
Provide notification to LEA of child potentially eligible for Part B service (near age 2)
With parental consent, schedule transition planning conference for child potentially eligible for Part B
Ensure transfer of records occurs; if not effort must be made to get the info needed.
o IFSP o assessment reports o exit COSF (+ related
info)
Ensure Part C exit COSF is considered in entry to Part B
NECTAC, 2010. *The three outcomes to be measured for federal reporting purposes will be referred to as the “3 global outcomes” throughout, to distinguish them from an individual child’s IFSP outcomes.
Text in red font indicates outcomes measurement steps; black font indicates IEP steps
IEP Development
Gather parent concerns. Probe for information on concerns in the three outcome areas.
Determine evaluations and information needed to establish if child is a child with a disability
Determine academic, developmental and functional needs of the child
Schedule evaluation at mutually agreeable time & place with family
Provide prior notice & procedural safeguards upon request
Provide family prior notice & procedural safeguards upon request for initial IEP meeting
IEP team, including family, meets to develop IEP including: Documenting child’s
strengths and Present Levels of Educational Performance (PLEP)
Finalize COSF as IEP team discusses PLEP, adjusting as needed from earlier in process.
Determine age-anchoring for norm referenced tools; link to early learning standards [age-reference tools]
Parents’ priorities & concerns Establishing functional and
measurable goals Identifying strategies Determining necessary
services
Service Delivery
Family provides consent for IEP services
Ensure that IEP is implemented in a timely manner
Provide IEP services Monitor progress Document and share
child’s progress on the IEP goals and in the three global outcome areas with family regularly
Ensure timely annual IEP meeting (or when requested by family or LEA) to review and modify IEP
Procedural safeguards notice provided annually
Implement timely services for which consent was provided.
Family provides consent for evaluation (which generally begins evaluation timeline)
Receive referral or parental request for evaluation. Infuse information about 3 global outcomes into the processes of information gathering throughout child identification and referral.
Provide a written copy of procedural safeguards to parents
Conduct screening, if appropriate (may proceed directly to evaluation)
Explain program in detail. Describe process and purpose of the three outcomes. Clarify the difference between/among other uses of the term ‘outcomes’ (e.g. IFSP/ IEP outcomes).
Determine with family if they wish to have child evaluated for eligibility and services
Gather/ use existing assessment information from multiple sources, multiple settings (including preschool classrooms)
Ensure information gathered at this stage is made available for team to use for COSF rating (e.g. Part C info, parent referral to 619, pre-referral info, screening, etc)
Family and team attend transition planning conference;
Part B rights, eligibility, IEP process and possible service options explained to family
Coordinate development of transition plan
Determine family’s interest in accessing Part B services
Provide prior notice/rights on eligibility decision Ensure COSF is not completed too long after
entry to preschool classroom.
Team conducts evaluation/assessment. Embed functional authentic assessment into conversations with families.
Probe family for functional information on child. Describe present levels of functioning in functional ways so it can be used for IEP development and the COSF rating.
Document supporting evidence for COSF throughout assessment and evaluation process. Consider populating COSF as you go.
Determine eligibility
32
Key Steps: IFSP / IEP Process
Must Meet All Timelines
Gathering Information and IFSP Outcomes / IEP Goals
Understand how to gather information and conduct the functional assessment using evidence based-practices (asking right questions/probes)
Understand what’s working and challenging in everyday activities (child’s functioning across settings)
Understand how to use this information to develop IFSP outcomes/IEP goals
Believe that child learn best through participation in everyday activities
33
Knowl
edgeSkills
Attitude
34
Using Information – IFSP/IEPUsing Information – IFSP/IEP
Info from IFSP/IEP process
Determine
Eligibility
Develop Outcomes/Goals
Select Routine
s, Activitie
s Settings
Develop Strategies/Objective
s
Determine People
and Resource
s (Services
)
Determine
Frequency and
Intensity
Determine Criteria
to Measure Progress
Family hopes
√ √
Family concerns priorities
√ √ √
Family resources
√ √ √ √
Child needs
√ √ √ √ √
Child strengths
√ √ √
Child interests
√ √ √ √
Behaviors in Settings
√ √ √ √ √
Desired activities
√ √ √ √ √ √
35
Gathering Information from Families/Caregivers
• To identify what’s challenging in everyday routines and activities (concerns) to assist parents and caregivers in identifying priorities for their child and family in: Determining the focus of functional assessment Developing IFSP outcomes and IEP goals
• To identify interests and what’s working in everyday routines and activities for use in developing outcomes / goals and strategies / objectives, and for planning service delivery
36
Informal Information Gathering
GATHER parent/caregiver information over time (starts at first contact); it evolves and initial information may be incomplete
REVIEW information previously shared by parents/caregivers during various steps of the process
CREATE climate in which parents/caregivers feels free to talk about child and family; listening is KEY
37
Informal Information Gathering
ADAPT conversation to meet each family’s/caregiver’s communication style
ASK family to share their “story” experiences with child and interests previous medical, health, or developmental
evaluation what’s working/what’s challenging priorities observations about child’s development
USE questions/probes when necessary
38
Sample Questions
Can you tell me about your day? What types of things happen on most
mornings? Afternoons? Nights? Weekends?
Where do you and your child spend time?
What types of things or activities do you and your child like to do (e.g., hiking, going on picnics, paying games at home)?
What things or activities do you and your child have to do on a regular basis (e.g., go to the store, give kids a bath, feed the horses, prepare meals, walk the dog)?
What are activities that you and your child have to do?
What are your child’s interests? What things does your child enjoy and what holds your child’s attention? (e.g., people, places, things such as toys, dog, being outside)
What makes your child happy, laugh and/or smile?
What routines and/or activities do your child not like? What makes this routine and/or activity difficult and uncomfortable for your child? What does your child usually do during the routine/activity?
Who are key family members, other caregivers, or important people who spend time with your child and in what settings does this occur?
Are there activities that you used to do before your child was born that you would like to do again?
Are there new activities that you and your child would like to try?
Are there any activities or places that you go (e.g., doctor’s appointments, visiting grandparents) that occur on a less regular basis (e.g., once a week)?
Questions: Identifying Child Interests
• What makes the child smile and laugh?
• What makes the child happy and feel good?
• What gets the child excited?• What are the child’s favorite
things to do?• What things are particularly
enjoyable and interesting to the child?
• What does the child choose to do most often?
• What does the child especially work hard at doing?
• What gets and keeps the child’s attention?
• What behaviors does the child particularly like to do?
• What “brings out the best” in the child?
• What gets the child to try new things?
(Dunst, Herter, and Shields, 2000)
39
Using Information to Develop Outcomes/Goals
• Start with parent’s/caregiver’s priorities about child’s learning/development and/or family’s needs (hopes for their child and/or family’s participation), not the interventionists’/teachers’ priorities
• Consider what’s working in everyday routines and activities
40
Using Information to Develop Outcomes/Goals
• Consider how the child’s skills or disability influences the child’s participation in everyday routines and activities
• Identify settings and naturally-occurring learning opportunities that occur throughout the day that are motivating and interesting to the child (and family) to promote incidental learning and practice of skills
41
Outcomes/Goals and Placement and Services
• Develop IFSP outcomes/IEP goals before identifying placement, services and supports
• Placement, services and supports are determined based on what is necessary to meet the outcomes/goals
42
43
Video Activity:Video Activity:
Nolan’s StoryNolan’s Story
Writing Functional Writing Functional
IFSP Outcomes and IFSP Outcomes and
IEP GoalsIEP Goals
44
IFSP Outcomes Requirements
• IFSP must include:A statement of the major outcomes
expected to be achieved for the child and family
The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modifications or revisions of the outcomes or services are necessary
45
IFSP Outcomes
• IFSP outcomes: What would your family like to see happen for your child/family?
• 2 types of outcomesChild OutcomesFamily Outcomes (participation-based or
resource based)
Washington Systems Improvement Project 46
Child Outcomes
• Enhance child’s learning through functional participation in everyday activities (child is learner/actor)
• Are important and meaningful to family/caregiver (priorities)
• Expand activity settings in which child can be competent
• Based on child’s interests
47
Family Outcomes
• Enhance the capacity of the family to meet the needs of their child (family is learner/actor)
• Support accessing community resources and supports (FRC supported)
• Are important and meaningful to family/caregiver (priorities)
• Based on family’s interests
Washington Systems Improvement Project 48
49
Developing OutcomesDeveloping Outcomes
Step 1: Determine the functional area(s)
Eating and chewing
Step 2: What routine(s) does this affect?
Meal time (e.g., lunch, dinner, restaurant )
Step 3: Child will participate in (routines in question)”
“Alicia will participate in lunch, dinner, and restaurant . . .”
Step 4: “ by ---ing” (address specific behaviors)
“ . . . chewing her food”
50
Developing OutcomesDeveloping OutcomesStep 5: Identify criterion to determine when the child has met this skill
We will know she has these skills when she eats a cup of food at mealtime with her family
Step 6: Add another criterion for generalization, maintenance or fluency, if appropriate
We will know she has generalized these skills when we see her do this one time at lunch, one time at dinner and one time at a restaurant within a period of a week
Step 7: Add timeline In 6 months (to meet entire outcome)
Adapted from Robin McWilliam’s “Steps to Build a Functional Outcome”: http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf
IFSP Outcomes
• Functional IFSP outcomes must be based on: Information gathered from the family,
primarily priorities and concerns Evaluation and functional assessment of the
child, including skills and behaviors across settings (child’s strengths and needs)
51
Criteria: Functional IFSP Outcomes
• Are statements necessary and functional for the child and family’s life?
• Does the statement reflect real-life contextualized settings?
• Is the outcome/goal discipline-free?• Is the wording jargon-free, clear and simple? • Does the wording emphasize the positive?• Does the statement avoid the use of passive words
(e.g., tolerate, receive, improve, maintain)
52
Child Outcomes: Examples
Not ThisNot This “Romeo will improve
muscle tone for sitting"
ThisThis "Romeo will play
with toys and eat meals with his family by sitting without much support”
53
Family Outcomes
What Parent States:
“We want to be able to take Romeo with us in the car; we need a
travel car seat ”
54
Family Outcomes: Examples
ThisThis “Karen and Mark will
learn about resources and low cost options so they can obtain a car seat.”
Not ThisNot This “Staff will explore
options for financial assistance for travel chairs”
55
IEP Goals Requirements
An IEP must include:• A statement of measurable annual goals, including
academic and functional goals designed to-- Meet the child's needs that result from the child's
disability to enable the child to be involved in and make progress in the general education curriculum; and
Meet each of the child's other educational needs that result from the child's disability;
56
• For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives
57
• A description of:How the child's progress toward meeting the
annual goals will be measured, andWhen periodic reports on the progress the
child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided
58
59
Developing IEP GoalsDeveloping IEP Goals
Step 1: Determine the academic (preschool activities) and functional area(s)
Making choices
Step 2: What routine(s) does this affect?
Play
Step 3: Child will participate in (routines in question)”
Alicia will make choices “during play each day”
Step 4: “ by ---ing” (address specific behaviors)
“ . . . by pointing”
60
Developing IEP GoalsDeveloping IEP GoalsStep 5: Identify criterion to determine when the child has met this skill
“At least once during a play each day…
Step 6: Add another criterion for generalization, maintenance or fluency, if appropriate
We will know she has generalized these skills when we see her point in other situations where options are presented (getting dressed, selecting a book, etc.)
Step 7: Add timeline In 6 months (to meet entire outcome)
Adapted from Robin McWilliam’s “Steps to Build a Functional Outcome”: http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf
IEP Goals
• Functional IEP goals must be based on: What the child is doing now oChild’s strengthsoNeeds related to disabilities oFamily input and concerns
IEP Goals
Goals cont’dInformation including:oPresent Level of Academic Achievement
and Functional PerformanceoInitial evaluation information for the
child’s first IEPoAssessments/ongoing progress monitoring
for subsequent IEPs62
Criteria: Functional IEP Goals
• The goal: Includes what the child is doing now and includes
the family’s input and concerns Describes how the child will demonstrate what s/he
knows Is measurable and observable (e.g., the conditions
for meeting the goal are clear and includes strategies or accommodations)
Is written in plain language without naming placement
63
Criteria: Functional IEP Goals
Describes the child’s involvement in age-appropriate activities to address “academic and functional” areas
Details ‘Special Factors’ related to communication, assistive technology and supports specific to the child’s disability and/or English language learning
Is achievable in no longer than one year and specific timelines are noted
64
IEP Goals
This “At least once during a
play each day, Tamara will demonstrate her choice by pointing at a toy she wants when presented with options”
Not This “Tamara will make
choices”
65
66
Activity:Activity:
Rating IFSP Rating IFSP Outcomes and IEP Outcomes and IEP
GoalsGoals
The wording of the statement is jargon-
free, clear and simple.
The statement avoids the use of
passive words (e.g., tolerate, receive,
improve, maintain).
The outcome is discipline-free.
The outcome statement is necessary and functional for the
child’s and family’s life.
Criteria for Rating IFSP OutcomesCriteria for Rating IFSP Outcomes
The wording emphasizes the
positive.
The statement reflects real-life contextualized
settings (e.g., not test items).
When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: 1.The outcome is based on the family’s priorities and concerns.2.The outcome describes both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.
The wording of the statement is jargon-
free, clear and simple.
The statement avoids the use of
passive words (e.g., tolerate, receive,
improve, maintain).
The outcome is discipline-free.
The outcome statement is necessary and functional for the
child’s and family’s life.
Criteria for Rating IFSP OutcomesCriteria for Rating IFSP Outcomes
The wording emphasizes the
positive.
The statement reflects real-life contextualized
settings (e.g., not test items).
Nolan will play withtoys with his sister during bath time
+ YES!
When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: 1.The outcome is based on the family’s priorities and concerns.2.The outcome describes both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.
The GOAL is written in plain language without
naming placement.
The GOAL describes the child’s involvement
in age-appropriate activities to address
‘academic and functional’ areas.
The GOAL is measurable and observable. The
conditions for meeting the goal are clear and includes strategies or
accommodations.
Special Factors related to communication, assistive technology and supports
specific to the child’s disability and/or English language learning are
detailed.
Criteria for Rating IEP GoalsCriteria for Rating IEP Goals
The GOAL is achievable in one year and specific
timelines are noted.
The GOAL describes how the child will demonstrate what
s/he knows.
When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: 1.The goal includes what the child is doing now as well as the family’s input and concerns.2.The goal describes both the child’s strengths and needs from information from the initial evaluation or ongoing assessment.
BG will get across what she wants using words.
The GOAL is written in plain language without
naming placement.
The GOAL describes the child’s involvement
in age-appropriate activities to address
‘academic and functional’ areas.
The GOAL is measurable and observable. The
conditions for meeting the goal are clear and
includes strategies or accommodations.
Special Factors related to communication,
assistive technology and supports specific to the child’s disability and/or
English language learning are detailed.
The GOAL is achievable in one year and specific
timelines are noted.
-
+ YES!
The GOAL describes how the child will demonstrate what
s/he knows.
Criteria for Rating IEP GoalsCriteria for Rating IEP Goals
When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: 1.The goal includes what the child is doing now as well as the family’s input and concerns.2.The goal describes both the child’s strengths and needs from information from the initial evaluation or ongoing assessment.
IFSP • Rush and Shelden. Tips and
Techniques for Developing Participation-Based IFSP Outcomes Statements, BriefCASE, Vol 2, No. 1 http://www.fippcase.org/briefcase/briefcase_vol2_no1.pdf
IEP• Contents of the IEP
http://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents
• OSEP model IEP forms http://www2.ed.gov/policy/speced/guid/idea/modelform-iep.pdf
• Special Factors To Considerhttp://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents
• Wisconsin Guide to Connecting Academic Standards and IEPs http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf
71
72
Developing Strategies to Meet IFSP Outcomes
• Strategies (“WHO will do WHAT in WHICH Everyday Routines, Activities, and Places?”) must: Help achieve the outcome Be based on how all children learn throughout the
course of everyday life, at home, in early care and education settings and in the community
Be developmentally and academically appropriate for the child
Focus on naturally occurring learning opportunities whenever possible
73
Developing Strategies to Meet IFSP Outcomes
• Strategies must:Support primary caregivers to provide
children with everyday learning experiences and opportunities that strengthen and promote a child’s competence and development
Support learning that occurs in context of things that have high levels of interest and engagement for child and family
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Developing Objectives to Meet IEP Goals
Objectives (“WHO will do WHAT in WHICH Everyday Routines, Activities, and Places?”) must:
Be designed to support the achievement of the goal
Be used to measure the progress toward achieving the goal
Be written in measurable language
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• Overall, deciding what will be necessary to achieve each functional outcome/goal is the basis for decisions about services needed
• Always consider the need for assistive technology and supplementary aids and supports to ensure meaningful participation in settings and with peers
(Dunst & Bruder, 1999; Dunst, Bruder, Trivette, Hamby, Raab & McLean, 2001; Dunst, Bruder, Trivette, Raab & McLean, 2001; Dunst, Hamby,Trivette, Raab & Bruder, 2002)
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Services to Meet IFSP Outcomes
• There are two broad questions that the team should consider in determining the frequency of supports and services needed to meet the outcomes/goals: “How often will the child’s intervention likely
need to be changed?” “How often does the family/caregiver/teacher
need support to be comfortable in using intervention strategies?”
(Jung, 2003)
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Services to Meet IFSP Outcomes
• In determining the frequency of special education and related services needed to meet IEP goals, the team should consider: Consider the present levels of functional and
academic performance (or activities of a preschool child) and the rate of progress
Consider the level of support necessary for the child to make progress
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Services to Meet the Outcomes/Goals
• More is better* – • BUT this means more learning opportunities• NOT more services• Learning is what happens between professional’s
contacts with child/family Throughout the child’s day In everyday routines and activities Through multiple repetitions and lots of practice The way all young children learn and participate
with families and friends in their communities *(thanks to Lee Ann Jung, 2003)
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Application – Kim’s StoryApplication – Kim’s Story• Tables work together in teams• Review Kim’s Information (17 mos & 35 mos)• Each IFSP team will complete worksheet steps 1-5 and
select one child outcome for Kim and one family outcome
• Each IEP team will complete worksheet steps 1-5 and select 2 goals for Kim
• Reflect on what you’ve learned, what you’ll use when you get home and how you’ll follow up with your teams
• Select a recorder• Be prepared to share your team’s outcome/goal and
why you selected it
Anne Lucas, NECTAC/[email protected]
Caroline Magee, [email protected]
Chris Case, [email protected]
Joicey Hurth, [email protected]
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